Suitable for Cambridge IGCSE® English as a Second Language syllabuses 0510 and 0511
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Contents Introduction
4
Chapter 1
Technology
6
Worksheets
163
Chapter 2
Exploration
16
Worksheets
167
Chapter 3
Health
26
Worksheets
170
Chapter 4
Education
36
Worksheets
176
Chapter 5
Competition
46
Worksheets
183
Chapter 6
Work
56
Worksheets
189
Chapter 7
Environment and wildlife
66
Worksheets
197
Chapter 8
Culture and society
76
Worksheets
201
Chapter 9
Transport
86
Worksheets
207
Chapter 10
Fashion
96
Worksheets
214
Chapter 11
Entertainment
106
Worksheets
218
Chapter 12
Young and old
116
Worksheets
226
Chapter 13
Answering reading questions
126
Worksheets
231
Chapter 14
Answering information transfer questions
131
Worksheets
234
Chapter 15
Answering a note-making question
136
Worksheets
236
Chapter 16
Answering a summary-writing question (Core)
139
Worksheets
238
Chapter 17
Answering a summary-writing question (Extended)
143
Worksheets
241
Chapter 18
Answering long writing questions
147
Worksheets
243
Chapter 19
Responding to listening questions
153
Worksheets
247
Chapter 20
Responding to the oral assessment test
159
Worksheets
253
How to use this Teacher Guide
Introduction
Using the Teacher Guide in conjunction with the Student Book This Teacher Guide provides lesson plans for every element of the Collins Cambridge IGCSE® English as a Second Language Student Book. First, a word on how the Student Book is structured and how the lesson plans and worksheets in the Teacher Guide match this. The Student Book is in two main sections. The first section (Chapters 1–12) comprises topic-based ‘coursebook’ chapters. Each chapter starts with a Big picture feature – stimulating images and questions that provide a way in to the chapter topic. Each chapter ends with a Big task, which allows students to showcase their skills and vocabulary in a real-world context. Both these Big picture and Big task elements are intended to provide work for one lesson, and both are supported in the Teacher Guide by one-page lesson plans. In between these two features, each one of Chapters 1–12 contains four sections (each four pages long), focusing on reading, writing, speaking and listening skills, in turn. Each of these chapter sub-sections is intended to provide work for one or two lessons, and is supported in the Teacher Guide by a two-page lesson plan, or lesson plan and worksheet(s). The second section in the Student Book (Chapters 13–21) is the exam guidance section. Chapters 13–20 are organised around different question types in the reading and writing papers (Papers 1 and 2), the listening papers (Papers 3 and 4) and the oral assessment component. Chapter 21 contains example answers, examiner-style marks and comments for each of the exam-style practice questions that have been specially written for Chapters 13–20.
Features of this Teacher Guide The Teacher Guide is designed to help you with:
Planning • Key references to the specification are listed at the start of each lesson plan, with
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Introduction
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the Cambridge IGCSE ESL (0510 and 0511) Assessment objectives identified and mapped onto the ‘Skills in focus’ learning outcomes in the Student Book. Links to Examination papers and questions are also identified so that the wider application of learning is clear. Detailed, ready-to-use lesson plans offer all you need to teach; these are divided into sections that match the Student Book – Getting started, Exploring the skills, Developing the skills and Going further – ensuring progression and pace as well as opportunities for consolidation. Worksheets supplement and extend activities in the Student Book and are itemised on each lesson plan (in a Resources box), meaning that time-consuming preparation is kept to a minimum. The Resources box also indicates the relevant page numbers in the accompanying Student Workbook (a component that offers extra practice in exam skills and the related skills of grammar and vocabulary building, and can be used in class or for homework). Lesson plans may also contain links to online video clips that complement each topic. These clips can be used as starter activities or to generate discussion during the lesson
Differentiation • Each lesson plan begins with Learning outcomes differentiated by a grade range. • Further differentiation opportunities are provided in the Extra support and Extra challenge boxes in the lesson plans, ensuring that all students are stimulated. 4
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• Worksheets offer additional activities to suit a range of learning styles and abilities.
• Towards A/A* advice at the end of each lesson plan gives a specific tip or activity suggestion for students aiming for the highest grades.
Assessment and exam preparation • An assessment feature in the lesson plans for Chapters 1–12 suggests opportunities •
to assess students’ progress both during and at the end of topics, e.g. using a particular question or activity. Lesson plans for Chapters 13–20 offer a step-by-step approach to prepare students for answering different exam question types. The student as marker section of these lesson plans contains: – an example answer to each of the Practice Questions – a mark scheme for that example answer – a marked and annotated version of that example answer – suggestions for how the example answer can be used in class.
• The student as marker section can be used in one of two ways: 1 After the students have answered the practice question (in each of Chapters 13– 20 of the Student Book) themselves, as a means to understand the mark scheme and how it is implemented. This will in turn lead to them understanding exactly what they have to do in order to get the available mark. Students can then more reliably mark their own or other students’ work. 2 After the students have answered the practice question, and had it marked, you can use the mark scheme to explain why marks were or were not awarded. The specimen responses can then be used to reinforce the lessons learnt (i.e. what they should, or should not, be doing). Invite the students to make a list of ‘Areas I should improve’ after you have marked and returned work, using the mark scheme to help.
Using the Teacher Guide CD-ROM The Teacher Guide CD-ROM contains:
• all lesson plans and worksheets in both PDF and Word format, so that they can be • • • •
edited to suit the needs of individual classes or departmental schemes of work suggested answers to Student Book questions (where appropriate) marking guidance for the sample exam questions in Chapters 13–20 – these can be handed out to students to use when marking the sample questions additional Word files of text that forms the basis of student exercises in Chapter 17 all the audio tracks referred to in the Student Book, included as MP3 files. Please note, the audio on the CD-ROM is designed to be played via a computer. If you want to play the audio on a CD player, you should download the tracks to your computer and then burn all the tracks onto an audio CD.
Encouraging vocabulary and note-keeping
You could also recommend that students maintain some form of note-book or journal to record their responses and developing vocabulary for the various chapters in the Student Book. At some point students should add the words from the class word bank to their personal word book or journal, along with any other words relating to this topic that they come across. Encourage students to take notes and to refer back constantly to these notes, in order to reinforce what they have learnt.
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Introduction
As your group works through each chapter – especially Chapters 1 to 12, which focus on different subject areas – you may find it useful to create a word bank for each subject area, which can be added to at any point by students or teacher. This could be a large sheet of paper pinned up in a prominent position. This will help develop and reinforce students’ vocabulary.
Technology
Chapter 1
Resources needed for this chapter
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Student Book: pp. 8–27 Worksheets: 1.1–1.3 Workbook: see suggestions in ‘Resources’ panel of individual sections
• Audio tracks: 1.1–1.4 • Video clips: see suggestions in sections 1.3 and 1.4
The big picture Give students about 10 minutes to absorb the various big pictures in the collage on pp. 8–9 of the Student Book. Ask them to jot down the first thoughts, words or ideas that crop up as they look at the pictures.
Thinking big Q3: To introduce the idea of technology, ask students to identify all their interactions with technology since they got out of bed this morning. This could include everything from their phone and alarm clock to the television, radio and laptop. Record students’ ideas on a large piece of paper that you can refer to as you work through this chapter. Encourage students to add ideas on sticky notes as they go along for all the aspects of their lives that involve technology. As your group works through this chapter, create a word bank for technology, which can be added to at any point by students or teacher (see Introduction, p. 5 for more details). If you haven’t done so already, suggest that students maintain some form of notebook or journal to record their responses and developing vocabulary for the various chapters in the student book. Encourage them to take notes and to refer back constantly to these notes, in order to reinforce what they have learnt. Q1–2: If looking for a more structured activity, ask students to choose two pictures from the collage and explain why they have chosen them and what this says about technology. This activity encourages students to:
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think and make notes on their own when choosing their own pictures from the collage
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add to their vocabulary by speaking and listening to each other when justifying to their partner why they chose the pictures.
Students can then return to individual work to answer the key evaluative questions in Q3, in particular the final question, which asks students to write a definition of ‘technology’.
Technology
Chapter 1 6
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‘Techno Greats’: the most influential technology
The big task
Resources
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Student Book: p. 26
This big task could carry on for several weeks as students prepare for the final presentations. Support your students by doing the following:
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Assign some class time to allow students to work collaboratively.
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Set a manageable timeline and a final presentation date. Use a wall calendar as appropriate.
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Depending on the size of your class you may set up qualifying rounds and a round of finals. Alternatively, all teams qualify for the final big task.
Set up a ‘Checklist for success’ (suggestions below) that could be displayed in the classroom to monitor the progress of various groups.
Checklist for success You could build up a checklist for success, perhaps using the following format.
Big task: ‘Techno Greats’ In this final task you are required to combine your skills of:
reading, writing, speaking and listening in order to communicate
clearly, accurately and appropriately with your listeners and audience. While the focus is on an oral presentation, make sure that you:
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use skimming and scanning while researching information organise your ideas clearly use details and examples to develop your ideas listen to ideas from other members of your group and help the group have a successful discussion
• and so on... Audience
Citing sources This is also a good opportunity to mention that the work should be original and sources must be credited.
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Technology
If possible, consider contacting the local marketing representatives of the inventions in the shortlist. If feasible, they might either attend the presentation or provide some free goods or accessories as prizes. Consider inviting a real audience from other classes and their teachers to vote and give their opinions.
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Teams that do not qualify should be allowed to vote. Encourage them to be a critical audience.
1.1
The evolution of technology
Assessment objectives R1 R4
Identify and retrieve facts and details Understand what is implied but not actually written (Extended only)
Exam paper references • Paper 1 (Core): Exercises 1–4
Reading skills in focus • Skim and scan different kinds of texts for facts and details • Understand what is implied but not actually written in an advertisement
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Differentiated learning outcomes
Resources
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At Grades E/D students should attempt to select a few facts and details from straightforward texts, by skimming and scanning.
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At Grade C students should select relevant facts and details from a range of texts, by using skimming and scanning; they should also, with guidance, show some understanding of implied meaning.
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At Grades B/A students should extract relevant facts and details from a wide range of texts by skimming and scanning effectively; they should also understand more complex texts where meaning is implied.
Paper 2 (Extended): Exercises 1–5
Student Book: pp. 10–13 Worksheet: 1.1 Workbook: Section 1.1, pp. 4–8
Getting started Use the photo of the old television on p. 10 as a stimulus for discussion. Ask students if they can identify what the technology is and how it is different from modern televisions. Students can be in a large group or smaller groups. Q1: Encourage students to use their notes and thoughts from the Big picture to help them. Allow discussion time and, as each group feeds back, others should take notes of key words or ideas. After each group feeds back, clarify any words or phrases that might be new or unusual to the class. Encourage students to record in their personal word book or journal interesting adjectives that might come up when discussing old technology, e.g. ancient, obsolete, redundant, clunky, messy, as opposed to wireless, sleek and so on. Create interest in the origin of the computer and build on students’ prior knowledge about the technological inventions that have changed our world the most.
Exploring the skills Remind students of the key skills of skimming and scanning when there is too much text to read. If possible, cut out and bring in advertisement offers for new technology such as computers, laptops, iPad, iPhone, Kindle, etc. Ask students to identify the most attractive text features of the adverts. This will probably include:
Technology
Chapter 1
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the price offers or promotions (what the offer is and how long it lasts) location of a sale.
Ask students why they jumped to this information. Was this by skimming or scanning? The answer might be that while students skimmed the text ignoring less relevant information, they were scanning for the information that was most relevant to their own questions. Remind students that:
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skimming = reading quickly for the gist and overall meaning scanning = looking for specific information in answer to a question.
Introduce students to the text in Q2, ‘Computing then and now’. Clarify glossary vocabulary and any other words. Then ask students to work in pairs answering Q2 to Q5. 8
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Give extra support for Q3 by clarifying that this question requires students to identify the type of text represented here. Encourage them to identify that the text is factual (so can’t be d), is written in self-contained chunks (the separate paragraphs) (again can’t be d) and is not trying to be persuasive or critical (which a) and b) require). Give extra support for Q4 by explaining that this requires scanning and looking at the question. Explain that it helps to highlight key question words, such as ‘What?’, ‘When?’ or ‘Which?’. Students should try to work out from the question word which answers are likely to be in words and which in numbers. See the Top tip on p.11. They can use the same approach when tackling Q5, where the questions begin with ‘Who?’ Give extra challenge by asking students to frame their own skimming or scanning questions for the passage on p. 11 or for the adverts you might have used earlier. Alternatively, you could use one of the vintage adverts on: www.complex.com/tech/2012/03/vintage-computer-ads-gallery#2. However, it might help to engage students more if you use advertisements that are current, real and localised from English newspapers or fliers.
Developing the skills Students should practise their skimming and scanning skills while reading the advertisement for the BBC Microcomputer on p. 13. Ask students to identify the purpose of each of the following features:
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the main picture and other images captions that go with the pictures headings or subheadings, text in bold.
Q6: Ask students to work individually or in pairs, noting down their answers. Give extra support by handing out worksheet 1.1, which offers students further practice in the skills of skimming and scanning. Give extra support by asking students to bring in their own collection of advertisements and promotion information for the latest technology they enjoy. Ask them to point out why these adverts caught their attention. Give extra challenge by asking students to design questions for the advertisements of their choice. This could be done in pairs or groups to increase competition and enjoyment of skimming and scanning. As students become more proficient in these skills, you could add a time limit.
Going further Q7: Make sure students understand the meaning of ‘implied’ and can correctly answer Q7ii). Give extra challenge by asking students to find examples of implied meanings in the other advertisements they have been discussing. Examples might be: ‘Waiting could hurt…act now!’ or ‘Look no further!’ or ‘This changes everything…again!’
Towards A/A*
Ask the more able students to highlight words and phrases in the advertisements that have implied meaning. Ask them to explain why this is persuasive or convincing. Notice that ‘an offer to die for’ indicates the use of idioms. Draw students’ attention to idioms and encourage their use, as these are an indicator of A and A* when used correctly.
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Technology
Ask students to pin up their advertisements around the room or to create a collage from them on a large piece of paper. Use sticky notes or annotations to highlight where features such as titles, pictures, labels, headings, subheadings, coloured text and so on, are used.
Chapter 1
Assessment for learning
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1.2
Cell phones on the brain
Assessment objectives W1 Communicate clearly, accurately and appropriately Writing skills in focus • collect and organise ideas before writing to explain or inform • communicate ideas clearly and accurately through writing • use exactly the right word to express ideas precisely
Exam paper references • Paper 1 (Core): Exercise 3, Exercises 5–7
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Paper 2 (Extended): Exercise 3, Exercises 5–7
Differentiated learning outcomes
Resources
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At Grades E/D students collect a few ideas before writing; then they should be able to carry out simple writing tasks that give straightforward information or explanation, using a limited range of vocabulary. At Grade C students organise some of their ideas before writing; then they should be able to give clear information and explanations, attempting to use some more subject-specific vocabulary.
Student Book: pp. 14–17 Worksheet: 1.2 Workbook: Section 3.1, pp. 65–8 Section 3.4, pp. 78–81
At Grades B/A students organise their ideas clearly; then they should be able to write clear and detailed explanations, using a range of vocabulary, including subject-specific words, precisely.
Getting started To build on students’ own knowledge for this activity, put them in groups of three or four.
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Group 1: Ask students to imagine a world without mobile phones and with only landlines. What would be the advantages and disadvantages?
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Group 2: Ask students to imagine a world before telephones of any sort. What would be the advantages and disadvantages?
Get students to create a two-column table to record the advantages and disadvantages of each era – one table for each group. They should use the column headings ‘Advantages’ and ‘Disadvantages’. Q1: Get students to ‘free write’ (i.e. writing without stopping for two minutes) on the topic suggested: ‘Cell phones are so convenient that they are everywhere and nearly everyone uses them.’ Ask students to share their ideas with a partner. They must take notes and ask clarifying questions as their partner speaks to them. Note: With ‘free writes’, there are no marks for accuracy; the point is to get students to clarify meaning and become increasingly precise while developing new vocabulary about phones from each other.
Technology
Chapter 1
Exploring the skills Explain to students that all writing has a clear format, reader and purpose. The purpose could be any of the following:
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to describe what something looks like to explain how it works to give information – facts and details about something.
Q2: Introduce the task and ask students to identify the format, audience and purpose of this task. If a school or community magazine is available, bring in the real material as an example or, for more able students, to critique.
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Format: school magazine article – could include relevant photos/images. Reader: school community – parents, teachers, students, support staff. Purpose: to present the advantages and disadvantages of mobile phones, particularly in the context of the local school and community. Give extra support for Q3 by asking students to sort the jumbled list of brainstormed points on p. 14 into advantages and disadvantages, adding their own points from Q1. Give extra challenge by introducing the concept map as a more complex graphic organiser. Explain how this allows us to group points in a more interesting way with one new idea per box, putting main ideas in larger boxes and related ideas in smaller boxes. Suggest colour coding using felt-tips or markers for visual ease. Give extra support by providing main idea boxes to students who might need this.
Get groups to talk each other through their concept maps or tables. Students should add any interesting words to their personal word book or journal.
Developing the skills Q4: Read the question or rewrite it on the board and ask students to identify the format, readers and purpose of this task. Go through the bullet points and design a new concept map with appropriate boxes as suggested in the Student Book. Give extra support by explaining to students that the report should describe and explain the current situation without giving an opinion of any sort; discuss what kinds of phrases they should avoid, e.g. ‘I think’, ‘in my opinion’. Worksheet 1.2 can be given to students needing helping with structuring and preparing their report. Give extra challenge by asking students to be increasingly precise and formal in how they communicate information.
Going further Q6: Explain to students why accurate, technically precise language is essential to reporting and explaining. Discuss the importance and value of maintaining their personal word book or journal. Q7: After students have read the article, discuss strategies, e.g. use of vocabulary books, their journals and personal word book or translation notes in their mother tongue. Grouping similar ideas and concept mapping are useful for this task. Some online programs offer ‘visual’ dictionaries and thesauruses, e.g. www.visualthesaurus.com/howitworks. (It is possible to subscribe to a 14-day trial of this program.) Give extra challenge by getting students to find synonyms for words that they tend to use repeatedly, e.g. good, bad, dangerous, ugly, pretty, nice, sad, happy.
Assessment for learning
Q7: Provide students with short extracts of spoken text and ask them to turn these into more formal pieces of speaking /writing with a focus on increasingly precise vocabulary.
Give students three situations that enable them to become increasingly precise, moving from informal spoken text to more formal written text. For example, talking to a friend about too much homework, talking to a teacher to negotiate less homework and writing a letter to the principal about homework at your school. Encourage the use of resources such as visual thesauruses or students’ own dictionaries to enable them to identify more precise language for more commonplace words.
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Technology
Towards A/A*
Student: ‘My tummy hurts…I need to see the nurse for a pill.’ Nurse: ‘I am giving you a painkiller for abdominal cramps, which might help.’ Leave note: ‘Signed off from school due to acute abdominal discomfort.’
Chapter 1
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